Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas
COLLEGE OF TEACHER EDUCATION
EPISODE 2: THE LEARNER’S CHARACTERISTICS AND NEEDS
Name of FS Student: Sarah Jane B. Cabilino
Course, Year & Section: BEEd III
Resource Teacher: Mrs. Josefa S. Tenorio
_________________
Cooperating School: Tanauan North Central School
My Performance
Focused on: Differentiating the characteristics and needs of learners from
different developmental levels.
Task Exemplary (4)
All tasks were done with
Observation/ outstanding
Documentation: quality; work exceeds
expectations
Analysis questions were
answered completely; in
depth answers;
thoroughly grounded on
My Analysis
theories/exemplary
grammar and spelling.
Reflection statements are
profound and clear,
My Reflection supported by experiences
from the episode.
Portfolio is complete,
clear, well-organized and
all supporting
My Portfolio
documentation are
located in sections clearly
designated.
Submission Before deadline
Sub Totals
Mr. ANTHONY B. BALAKIT
FS 1 and 2 Instructor
Superior (3)
All or nearly all tasks
were done with high
quality
Analysis questions were
answered completely
Clear connection with
theories
Grammar and spelling
are superior
Reflection statements are
clear; but not clearly
supported by experiences
from the episode.
Portfolio is complete,
clear, well-organized and
most supporting
documentations are
available and/or in logical
and clearly marked
locations.
On the deadline
Signature:
Satisfactory (2) Unsatisfactory (1)
Fewer than half of tasks
Nearly all tasks were
were done; or most
done with acceptable
objectives met but with
quality
poor quality
Analysis questions were
not answered completely.
Analysis questions were
not answered.
Vaguely related to the
theories
Grammar and spelling
unsatisfactory
Grammar and spelling
acceptable
Reflection statements are
Reflection statements are
unclear and shallow and
shallow, supported by
are not supported by
experiences from the
experiences from the
episode.
episode.
Portfolio is incomplete;
Portfolio has many
supporting
lacking components; is
documentation is
unorganized and unclear.
organized but lacking.
Two days or more after
A day after the deadline
the deadline
_March 01, 2013_
Date
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 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

Learner’s Development Matrix

Development Preschooler Elementary High School

Domain Indicate age Indicate age Indicate age
range of children range of children range of children
observed: 4-5 observed: 6-12 observed: 13-16
Physical
Gross-motor skills They do love Grades one to It is a point of time
running and three are just that they are still
playing most of the partly similar to undecided if they
time. They are not those preschoolers. will act as a child or
conscious on how However when a teenager one.
they will walk or they reach grades Some do their fine
run. They are very four to six, some walking and going
childish and still become partly up the stairs
act as of their age. conscious about however, some still
their way of act as childish as
walking and going how they are in
up the stairs. elementary days.

Fine-motor skills Preschoolers They started to Upon having

commonly on their learn the basic experience from
stage of emergent writing and preschool and
writing and drawing and elementary, they
drawing wherein develop it through now master the
they are more on the guidance of writing and
scribbling. They teachers. Their drawing skills
draw things which drawings are partly however, still
are still hard to real and their errors are
notice. And their writings are in happening during
writing seems to progress to this stage.
be a scratch. cursive.
Self-help skills
Preschoolers They have their
always find help They are still capabilities to help
and depend from somehow their selves and
others such as dependent to being able to do
their parent and others yet, there many things on
teachers. are things that their own.
they need the
guide of the older
one.
Social
Interactions with They treat their They follow their They follow their
Teachers teachers as their teachers’ teachers’
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 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

second parents commands and command and

where they can requests because respect them but
feel love, care, and they respect them. not like how
guidance. Whatever teachers devoted those
say, they believe elementary
that it is their must students are.
to do it.

Upon entering the They are flexible in Commonly, who’s

school for the first a way that they do they are seated
time, they are still not choose who will with is primarily
on the process of be their friends. For their groups of
adjustment. They primary grades friends. At high
treat their peers as who’s they are school especially to
Interaction with
just their seated with will those public
classmates/friends
playmates and suddenly become schools, seating
competition does their friends. As arrangement is not
not yet exist. they step on the merely giving
higher level of emphasis so that
grades, they they can freely
started to build choose who will be
friendship who can their seatmates.
adopt on their Grouping of
nature and companions is
interests. basically seen at
this stage.

Living in advanced
Being at this stage technology world,
of four and five, They are still students in high
obviously, they are engage with school nowadays
still more on playing games but are being engaged
playing, rather slowly, the with technologies
Interests
than having a discussion of such as using
serious and formal lesson was being cellphones, playing
discussion of incorporated. It online games and
lesson. was through using networking
teaching the basic sites which
education for sometimes affects
elementary their school
students. performances.
Emotional
Moods and Students at Elementary They started
temperament, preschool are very students are being become matured
expression of sensitive. They observed to be during this stage.
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 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

feelings easily cry most very good They can hide their
especially when complainant of emotions and act
they don’t get what even little things or as brave as they
they want. They manners. Mood can. They are
are very expressive shifts is also their somewhat
in their happiness primary attitude. responsible with
or sadness. their own emotions
and feelings.

Emotional If they are happy Emotional stability

independence or frustrated, no Through their own is developing in
matter when or experiences and this stage. They
where it is, they interaction with learn to live the life
will express it as environment, they through reflecting
long as they want. are beginning to to their own
They are also in develop their self- disposition in
the process of consciousness. handling struggling
developing their Their feelings of and happy
self-esteem and happiness, sadness moments of their
self-confidence. and frustration are life.
moderately been
managed through
teachers guidance.
Cognitive
Communication Their way of As the teachers At this stage, they
Skills communicating teach, they learn are being equipped
ideas to other rely how to to be able to be a
on what they seen communicate competent person
on their others. Gradually, in the society. And
environment. They they learn how to one of the vital
are not that use proper words factors to attain
proficient in using and how they will this is to mold
language. be able to students in their
communicate ideas communication
suitably. skills. They become
proficient in using
the language and
how they will be
able to convey
their own ideas.

Thinking skills You can never They are still not Comprehension
pursue that good in and understanding
preschoolers to comprehension but is essential for high
think or as you provided school teaching
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 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

comprehend as them colorful visual environment.

long as they are aids materials and Students are able
not motivated to provide them to comprehend the
learn. So, it is a interesting way of text and elaborate
requisite for the delivering the them in a more
teachers to arouse topics, you will creative way.
their interest first, then inspire them
and then let them to at least
think on their own. participate in the
discussion. They comprehend
Problem-solving and understand
They find it hard to They are slightly thing that’s why
solve even small able to find they are capable to
problems and still solutions to a solve those
needed to have the problem that arise problems more
guidance of the but preferred to independently than
teachers. rely on the those primary
teacher’s way of pupils.
solution.

MY ANALYSIS

Implications to the
Salient Characteristics
Level Teaching – Learning
Observed
Process
Preschoool • Preschoolers like to play • Therefore, teachers
Age range most of the time should let the students
of learners because they are not feel that going to
observed 4-5 still appreciating school is not boring and
education, so that, they burden, instead, it
can easily lose their provide activities which
attention in the children could feel
discussion. pleasure and
enjoyment.
• So, motivation should
be an integral part of
the responsibility of the
teachers every time
that the children’s
attention is being lost.
Elementary • Elementary pupils are • Hence, teachers should
Age range engage in formal offer much of his/ her
of learners studying of basic attention and patience
observed 6-12 education for the first for the students every
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 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

time yet somehow day.

similar to those • From this, teachers
preschoolers, playing is should teach the
still part of their life. students to appreciate
Much complaint and education and live by
questions can also be its importance in their
heard from them. lives.
• Consequently, teachers
should learn what
complaint should be
heard and answer their
questions.
High school • It is a transition of being • Therefore, teachers
Age range a child and teenager so should let them be
of learners they are confuse on sensible in their own
observed 13-16 which period they existence and let them
belong. They suddenly feel the essence of
become conscious education in their life
about the things around after graduating high
him. school.

My Reflections

When I was at my preschool days, I remembered that I am very

childish as what they are today. I love playing but I am a very shy type child. I
remembered that I used to cry when my mother left me at my classroom because I
don’t want her to be out of my sight. When I was in my elementary, I’m just an
ordinary student wherein going to school is just a part of my daily routine in life. I
don’t even felt how education is important in that time. I played with my friends yet
I’m not that competitive like how children are now today.

As I entered my high school days, I’m still confused if I’ am still a child

or already a maiden. I refined my way of walking, dressing and talking yet like
them, there comes a time that nature of being child becomes dominant. Like other
students, I also felt the existence of competition between my peers during this time
especially in academic matters. Academic achievement is really important to me
that time because that the only thing that I can do to make my parents happy and
proud to me. Additionally, what maybe my dissimilarity among others is that even I
am in my high school days, I already thinking on how I will get scholarships to at
least continue my schooling and achieve my dream which is really to be an
educator. They are not that in favor with my preferred course, so on how they will
interpret my final grade will only be the way for me to convince them.

On the other hand, I admit that I learned a lot from my former teachers
in elementary and high school. Some trained me how to write, read and count.
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 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

Some taught me positively yet some are negatively. But what is still remaining on
my mind is that on how my former grade three teacher taught me in a very
extraordinary way. Mrs. Virginia Guinto, former adviser of grade three-A choose to
join me, together with my classmates, Jessa Anne Rabago and Bernadette Baran, at
MTAP Quiz Bee held at Jose P. Laurel Memorial School (JRMS Central I) at Calamba
City. As the result was given, we are so shocked when she was so angry to us. She
always scolded us in front of the class and her colleagues and we found out that,
according to her, we got zero score from the said competition. “Ang bobobo ninyo
naman” is one of the cruel words that I personally heard from her. I preferred not to
tell that to my parent and I cried every night because I’m sure that I don’t deserve
those words and I know that I have my correct answers with the given set of
questions. I’m very afraid to go to school that time until my mother knew it with
some parents. Maybe, that’s the primary reason why I don’t trust myself in joining
any curricular activities at school. However, nowadays, I realized that that
experience should serve as my stepping stone to prove to them that I was once
been rejected but now taking courage to at least be part of the profession who will
mold young minds. It serves as my lesson to understand how is that feel and not let
my students to sense what I had experienced. Despite, my gratitude and respect is
still being given to her until this point of time.

Not all the time, negative experience will lead to positive learning.
There are students that once been embarrassed, will not pursue on achieving his
goals in life. So teachers should be careful on how he will let the students to learn
and how they will develop students’ knowledge, skills and attitudes needed to be a
productive people of the dynamic society. It should always take into consideration
that what you’ve said or done to the students, will greatly impact them and will
retain in their minds. How the teachers influence students will be the determinant
on how he became an effective or worst implementer of learning.

MY PORTFOLIO

Which is your favorite theory of development? How can this guide you as a
future teacher?
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 Republic of the Philippines
BATANGAS STATE UNIVERSITY
Malvar Campus
Malvar, Batangas

COLLEGE OF TEACHER EDUCATION

Clip some readings about this theory and paste them here.

“Psychologist Albert Bandura proposed what is known as social

learning theory. According to this theory of child development, children learn
new behaviors from observing other people. Unlike behavioral theories,
Bandura believed that external reinforcement was not the only way that
people learned new things. Instead, intrinsic reinforcements such as a sense
of pride, satisfaction and accomplishment could also lead to learning. By
observing the actions of others, including parents and peers, children develop
new skills and acquire new information.”

-Kendra Cherry

http://psychology.about.com/od/
developmentalpsychology/a/chil
ddevtheory.htm

Social learning theory is classified as behavioral theory in which the

behavior of the stimuli can be affected and modified according to its
observation in the environment. Everything that the child seen and observe
could actually lead them to learning. This theory will be beneficial and
essential guide in my future teaching in dealing with individual differences
and how to direct learning to them. Varied behaviors could be observe and
contract with but learning could still be effective through using and applying
intrinsic and extrinsic motivation in the class. Even without formal lesson, the
students can learn by their own reflection in the environment. A print- rich
environment will also play its important role in letting the students to be
educated in their own.

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